2,179 results on '"content and language integrated learning"'
Search Results
2. Implementing the CLIL Approach through Online Games in EFL Education
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Cesar Ochoa-Cueva, Paola Cabrera-Solano, and Luz Castillo-Cuesta
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The purpose of this study was to implement the Content and Language Integrated Learning (CLIL) approach employing online games for English as a Foreign Language (EFL) teaching and learning. The participants were 53 EFL Ecuadorian university students, 17 males and 36 females, who were enrolled in an English Major and a TEFL Master program. Their proficiency level corresponded to B2 according to the Common European Framework of Reference. The study followed a mixed-method approach, which involved the administration of a diagnostic survey, an online perceptions questionnaire, an interview, and an observation checklist. Games designed in Quizizz, Kahoot, Genially, and Socrative were implemented for 8 weeks so that the participants could access them to practice the content of each lesson. The findings revealed that the CLIL approach through games improves language learning and communication. Moreover, they foster students' confidence, knowledge retention, and comprehension of the subject matter, enhancing reasoning, problem-solving, critical thinking, and cultural awareness.
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- 2024
3. Revised Bloom's Taxonomy to Analyze the Scope of CLIL Classes with Children
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William Ricardo Ortiz-Garcia and Zulma Carolina Navarrete-Villarraga
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This paper reports the results of a qualitative action research study conducted with children from a private Colombian institution. This study aimed to analyze the learners' cognitive and knowledge outcomes measured according to the revised Bloom's taxonomy once content and language integrated learning was implemented. Data were gathered through an interview with the learners' parents, observation, and video recordings. Results give evidence that learners develop different processes simultaneously, classified by the mentioned taxonomy. This taxonomy is a helpful approach for English learners since it allows them to perform cognitive and knowledge processes without following rigid systematic learning. As a conclusion, this implementation with children allowed participants to develop cognitive processes with greater emphasis in levels 3 and 4 (apply and analyze), whereas level 2 (understand) was developed as part of the process. Meanwhile, the factual and conceptual knowledge dimensions were strengthened. Finally, procedural, and metacognitive knowledge is developed through the implementation itself.
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- 2024
4. Teachers' Perceptions on Corrective Feedback in Task-Based Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL) Contexts in Bangladesh
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Md. Asif Kamal, Prodhan Mahbub Ibna Seraj, and Fatema Begum
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The use of Task-based Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL) approaches in English as Foreign Language (EFL) classrooms has recently gained special attention. In the context of Bangladesh, "English for Academic Purposes," a contextualized TBLT module prepared jointly by British Council and University Grant Commission Bangladesh, was piloted in English for Specific Purposes (ESP) courses in private universities in Bangladesh. This study explores TBLT and CLIL teachers' perceptions regarding feedback and how the success of TBLT and CLIL relates to providing feedback to the students of a large English class at the tertiary level. A mixed-method research design was adopted, including a questionnaire(n=50) and Focus Group Discussions (FGDs) (n=10) as research instruments among the English teachers at different universities. The results indicated that the classroom teachers as research participants were positive about providing corrective feedback to learners' tasks in TBLT and CLIL classes. The participating teachers suggest some feasible and plausible ways and strategies to provide effective feedback to the students of a large English class.
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- 2024
5. The Impact on Motivation of CLIL-izing EMI in Science Education. A Longitudinal Case Study in Pre-Service Teacher Training
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Esther Nieto Moreno de Diezmas, Beatriz García Fernández, and José-Reyes Ruiz-Gallardo
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The objective of this study was to identify the impact of implementing English as a medium of instruction (EMI) drawing upon Content and Language Integrated Learning (CLIL) methodology in science for pre-service teachers. Lecturers specialized in modern languages and science education collaborated to design and implement the CLIL-izing EMI intervention. The sample was made up of 105 students, 55 of whom were given instruction in English, and 50 in their mother tongue, Spanish. Two instruments for motivation in English and science were applied before the intervention, two weeks and one year afterwards. Additionally, an open-ended questionnaire was used with the experimental group to gain a more in-depth insight into student perception of EMI. Results showed that the short intervention had a beneficial effect on motivation towards science content learning in the short and long term, although no differences were detected on motivation to English language learning. The student stance on the experimental instruction of science in English was highly positive.
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- 2024
6. Development of an EMI Course with the Integration of Innovative Methods: Effects on Students' Confidence, Knowledge, and Skills
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Curtis Chu and Mariko Takahashi
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While various innovative pedagogical methods have been proven effective in facilitating the development of students' English language skills in different contexts, this study explores the implementation of several innovative methods in one EMI course, which includes collaborative online international learning (COIL), content language integrated learning (CLIL), problem-posing education (PPE), and project-based learning (PBL). Deliberate considerations were made in choosing the methods: COIL to stimulate motivation; CLIL and PPE to promote content learning (input); and PBL to facilitate content-integrated learning outcomes (output). The course outcome was assessed with pre- and postcourse questionnaires on the use of English for communicative purposes. The findings suggest that the course was highly effective in promoting the development of participants' confidence, knowledge, and skills, with large effect sizes. Both participants' expectations for the course and the course objectives were met. The use of innovative methods strongly contributed to the positive outcomes of the course in this case.
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- 2024
7. Motivation towards the Foreign Language (English) and Regional Language (Basque) in Immersion Schools: Does CLIL in the Foreign Language Make a Difference?
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Amparo Lázaro-Ibarrola and Raúl Azpilicueta-Martínez
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Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this context, especially in primary schools. Even fewer have done so in bilingual areas, where the continuation of widespread use of the regional language often depends on its presence in the school system and where CLIL reduces this presence. To address these gaps, motivation towards the foreign language (FL), English, and the regional language, Basque, was measured in 399 YLs of English (aged 10-12 years) in Basque immersion schools. The learners were divided into a CLIL group (n = 230), with English as a foreign language (EFL) and CLIL lessons, and a non-CLIL group (n = 169), which received only EFL lessons. Results showed that the CLIL learners had a more positive attitude towards English and a slightly lower motivation towards Basque. This suggests that increasing the amount of exposure to the foreign language (FL) via CLIL lessons improves the motivation towards English but could decrease the instrumental motivation towards the regional language.
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- 2024
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8. CLIL as a Pathway for Cross-Curricular and Translingual Classroom Practices: A Comparative Quantitative Study on Scottish and Spanish Teachers' Views
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Xabier San Isidro
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Despite the numerous attempts to characterize Content and Language Integrated Learning (CLIL), the specialized literature has shown a dearth of cross-contextual studies on how stakeholders conceptualize classroom practice. This article presents the results of a two-phase comparative quantitative study on teachers' views on CLIL design, implementation and results in two different contexts, Scotland (n = 127) and Spain (n = 186). The first phase focused on the creation, pilot-testing and validation of the research tool. The second phase consisted in administering the final questionnaire and analysing the results. The primary goals were (1) to ascertain whether practitioners' perceptions on CLIL effects and classroom practices match the topics addressed by research; and (2) to analyse and compare teachers' views in the two contexts. The study offers interesting insights into the main challenges in integrating language and content. Besides providing a conceptual framework for identifiable classroom practice, findings revealed that both cohorts shared broadly similar perceptions, although the Spanish respondents showed more positive views and significantly higher support for this approach.
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- 2024
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9. Exploring Children's L2 Disciplinary Literacy through a Multimodal Science Project in a CLIL Context
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Yvette Coyle and Julio Roca de Larios
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This study explores the ways in which young second language learners in an intact fourth-grade content and language integrated (CLIL) science class drew on the affordances of multiple semiotic resources including language, images, sound, movement, etc., to construct disciplinary knowledge in the context of a multimodal project on machines. After an instructional period in which attention to literacy was embedded in their science classes, the learners designed and illustrated their own complex machine, filmed a digital video and produced a written explanation. By integrating a systemic functional linguistics-informed analysis of the linguistic features of the children's written texts with a semiotic analysis of the intermodal relationships in their projects, we offer insights into the interrelation of different modes (linguistic, visual and aural) in facilitating children's meaning-making in the L2. The results revealed considerable within-group variability in the learners' written texts and intermodal relations of concurrence and complementarity in their multimodal projects. The role of multimodal tasks in providing all children with effective tools for communicating knowledge is discussed.
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- 2024
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10. Transnational Approaches to Bilingual and Second Language Teacher Education. Routledge Studies in Applied Linguistics
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M. Dolores Ramírez-Verdugo and M. Dolores Ramírez-Verdugo
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This innovative collection explores transnational approaches to bilingual teacher education from different angles, unpacking the challenges and opportunities in contemporary global bilingual programs. The book offers a thorough account of transnational pedagogical research and best practice in bilingual and second language education to advance bilingual and content and language integrated learning (CLIL) teacher education programs across international contexts, including Australia, Mexico, the United States, the United Kingdom, and around Europe. The book offers a window into better understanding issues around research outcomes on bilingual education professional development models adaptable for diverse settings, translanguaging pedagogy, creative and multimodal tools, and methodological strategies. The book also examines the challenges involved in plurilingual classrooms and formal and informal bilingual education in urban and rural areas. Influenced by the demands raised by the pandemic, some chapters discuss integrated frameworks for hybrid language learning in distance education. This volume will be of interest to students and scholars in bilingual teacher education, bilingual and second language education, and CLIL.
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- 2024
11. The Role of Proficiency and Pair Formation Method in Language-Related Episodes: A Study of Young CLIL Learners' Interaction
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Francisco Gallardo del Puerto and María Basterrechea
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Little is known about young CLIL (Content and Language Integrated Learning) learners' attention to formal aspects of the target language when engaged in collaborative task-based interaction. Previous research on language-related episodes (LREs) with other populations indicates that certain variables (e.g. target language proficiency or pair formation method) may play a role in the production of LREs. This study investigates the amount, types and resolution of LREs produced by primary education CLIL learners in a collaborative picture-ordering + story-telling task depending on two variables - L2 English proficiency (grade 5 dyads vs. grade 6 dyads) and pairing method (proficiency-matched dyads vs. student self-selected dyads). Findings indicate that young CLIL learners' interactive behaviour in L2 English, at least in terms of LRE production, does not differ as a consequence of target language proficiency, whereas pair formation method exerts some influence, self-selected pairs producing and resolving more meaning-based LREs. No differences were found for form-focused LREs.
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- 2024
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12. Teaching English for STEM 1 & 2 Courses at Faculty of Education, Assiut University: Investigating the Possibilities and Challenges
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Abdallah, Mahmoud M. S.
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This study aims to explore the possibilities and challenges of teaching English for Science, Technology, Engineering and Mathematics (STEM) 1 & 2 courses at the Faculty of Education, Assiut University. The study adopts a mixed-methods approach, combining quantitative data from an online questionnaire administered to 150 STEM students through Google Forms and qualitative data from semi-structured interviews with 15 STEM English language instructors affiliated with many Egyptian universities, including Ain Shams University in Cairo, Zagazig University in Northern Egypt and Minia University (in Upper Egypt). The results reveal that both students and instructors perceive the STEM courses as beneficial for developing students' language skills, content knowledge and critical thinking abilities. However, they also face several challenges, such as insufficient time, resources and support, lack of alignment between the course objectives and the students' needs and expectations, and difficulties in integrating language and content. The study concludes with a suggested framework that includes some implications and recommendations for improving the quality and effectiveness of the STEM courses. [This paper was published in "Academic Journal of Faculty of Education" v39 n7 p1-42 Jul 2023.]
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- 2023
13. CLIL Realities through the Lens of English and Content Teachers
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Fielden Burns, Laura V. and Martínez Agudo, Juan de Dios
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This research investigated six established areas for quality (Ortega-Martín et al., 2018) in the implementation of CLIL programmes in a Spanish monolingual autonomous community from the perspective of its teachers, in particular focusing on possible differences of opinion between content and English language teachers, an understudied area. Both quantitative and qualitative data were collected from 36 teachers at four secondary schools in urban Extremadura so as to assess the perceptions of the execution and the effectiveness of current CLIL education programmes, identifying specifically their potential challenges. Significant differences between content teachers and English teachers' perceptions in six areas under study are examined, from programme management to academic results. Data results indicate that although programmes are viewed quite positively by both groups of teachers, some important areas of difference exist, including the amount of time the L2 is used in a content class and the language skills that are worked in a CLIL environment. To address this gap, suggestions are made to establish more widely accepted standards for CLIL programme objectives.
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- 2023
14. Content and Language Integrated Instruction in an Immersion Setting through Chinese and English Teacher Collaboration
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ChiuYin Cathy Wong and Zhongfeng Tian
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This study explores the collaboration between Chinese and English partner teachers in a Chinese immersion school. They demonstrated commitment, communication, and collaboration, emphasizing student success. They bridged the curriculum by identifying shared standards, essential questions, and assessments, ensuring coherence across Chinese and English instruction. Pedagogical translanguaging strategies were employed, leveraging multilingual resources and encouraging cross-linguistic transfer. Students utilized their linguistic repertoire in meaningful ways, resulting in deeper content knowledge and language development. The study highlights students' positive experiences, recognizing the relevance of both languages and fostering bilingual identities. These findings emphasize the importance of translanguaging practices and the creation of flexible, multilingual spaces through collaborative planning to enhance content and language integration in immersion education.
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- 2024
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15. The Effects of CLIL and Sources of Individual Differences on Receptive and Productive EFL Skills at the Onset of Primary School
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Adriana Soto-Corominas, Helena Roquet, and Marta Segura
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Research on the implementation of CLIL at the onset of primary school is limited and has largely overlooked the role of other sources of individual differences. This study investigated the effects of the CLIL approach to English learning, together with the effects of out-of-school exposure to the language through media and other sources of individual differences, in a sample of Grade 1 students in Catalonia (Spain) using a longitudinal design. Participants (N = 176) from 14 different schools completed a test battery at the beginning and end of Grade 1 that assessed receptive and productive English skills. Results revealed that abilities at the onset of Grade 1 were the best predictor of abilities at the end of the year, and that CLIL was not associated with additional advantages in the students that followed the approach. In addition, certain characteristics of the linguistic and family background of participants predicted additional gains during the academic year: participants who engaged in more English extracurricular activities and participants with more educated mothers performed better at the end of Grade 1.
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- 2024
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16. Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English
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Carrasco, Lucía Belmonte and de la Maya Retamar, Guadalupe
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This paper reports an exploratory, descriptive study on the emotions of content and language-integrated learning preservice teachers. The study, carried out in a Spanish university, aimed at analysing the internship experience of 19 preservice teachers in the context of a master's degree in bilingual education (Spanish-English) for primary and secondary school teachers to determine the emotions experienced and the causative factors. The participants completed a questionnaire which showed that positive emotions were more frequent than negative ones. The variable causing such feelings included the subject taught, the sex of the teaching staff, previous experience, attitudes of educational centre tutors, and the students themselves. Therefore, the study highlights the affective dimension of teaching content and language-integrated learning.
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- 2023
17. Effects of EMI-CLIL on Secondary-Level Students' English Learning: A Multilevel Meta-Analysis
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Lee, Jang Ho, Lee, Hansol, and Lo, Yuen Yi
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This meta-analysis synthesized the effects of the English medium instruction and content and language integrated learning (EMI-CLIL) approach on secondary-level students' English learning. The dataset included 44 samples (N = 7,434) from 38 primary studies. The results revealed EMI-CLIL's overall effectiveness for the development of English competence compared to the mainstream condition in the short term (d = 0.73, SE = 0.06, 95% CI [0.61, 0.86]) and longer term (d = 1.01, SE = 0.06, 95% CI [0.88, 1.15]). Additionally, we found that EMI-CLIL's overall effectiveness was influenced by several moderator variables. Its effectiveness was significantly: (1) higher for learners whose first language (L1) was linguistically related to English; (2) lower for primary studies which confirmed the homogeneity of the EMI-CLIL and comparison groups; (3) lower when studies targeted the productive (rather than receptive or overall) dimension of English learning; and (4) higher when outcome measures focused on vocabulary. Implications for pedagogy and future research are discussed.
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- 2023
18. Teacher Questions, Wait Time, and Student Output in Classroom Interaction in EMI Science Classes: An Interdisciplinary View
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An, Jiangshan and Childs, Ann
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Past research has often shown a lack of student output in English medium instruction (EMI) classes (e.g., An et al., 2021; Lo & Macaro, 2012) and this study seeks to identify possible reasons. Guided by literature on wait time (Rowe, 1986) and teacher higher-order thinking questions (Chin, 2007), this study explores whether these two pedagogical moves have the same impact on classroom interaction in EMI science classes. 30 EMI science lessons were recorded from seven EMI high school programs in China, taught by 15 native speakers of English to homogenous groups of Chinese students. Correlation tests showed that when there was more wait time after a teacher question, the students produced lengthier responses with more linguistic complexity, took up more talk time, and asked more questions. However, greater use of teacher higher-order thinking questions, coded by Chin's (2007) framework of constructivist questions, did not correlate with any student output measures. This suggests that wait time may be a more effective factor leading to more student output in EMI classes than asking higher-order thinking questions. Qualitative analysis showed teachers' follow-up moves may have also played a role in the limited success of higher-order thinking questions.
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- 2023
19. English Medium Instruction (EMI) in Moroccan Secondary Schools: Science Teachers' Perception
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Ben Hammou, Salah and Kesbi, Abdelaziz
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The present study explored a small-scale English medium instruction (EMI) initiative in Moroccan secondary schools, which is part of a top-down multilingual policy based on teaching science subjects through foreign languages, namely French, English, and Spanish. 18 secondary EMI teachers of math, physics and life and earth sciences were interviewed in order to understand the new policy. Following grounded theory (GT) methodology, the findings show positive attitudes towards the implementation of EMI in Moroccan education, but the teachers seemed unsatisfied with the way it has been implemented. They thought science teachers were not prepared for such a new tendency. The study also revealed that teachers' low English proficiency was considered the major challenge to the successful implementation of EMI in Moroccan secondary schools and the essential reason behind using the first language in the EMI classroom. To prepare future generations for extending EMI in the Moroccan education, the teachers called for a switch to English as the first foreign language, instead of French, in all levels of schooling, and suggested gradual introduction of EMI in primary and middle schools. The study ends with some implications for overcoming the challenges of the new policy.
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- 2023
20. Women's Suffrage through the CLIL Approach
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Buchara, Sabrina, Catalán Soto, Fernanda, Gutiérrez, Estefanía, and Galíndez, Daiana
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The aim of this article is to improve and develop students' critical thinking, as well as their linguistics skills, by making use of the CLIL approach. Focusing on relevant topics in today's society, such as the voting system, is an interesting opportunity not only to motivate students' learning, but also to be aware of the world they live in. The activities are designed for students around the voting age in Argentina with an intermediate level of English. Through the development of writing and speaking skills and collaborative work, students will be aware of the importance of past events, such as the women's suffrage, and social differences that are still happening all over the world.
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- 2023
21. Making Emotions Count through CLIL
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Puente, Adriana Marina, Rojas, Milena, and Corral, Johana Chavelí
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In this article, we consider the importance of learner well-being for a better performance during the learning process, taking into account their emotions and how they affect them. The CLIL approach is used to integrate learners' language knowledge and provides strategies about how to manage their emotions and develop a positive mindset. In this context, we suggest three meaningful activities for teenage learners to identify and analyze their emotions while learning and encourage their critical thinking, creativity, and collaborative work. Furthermore, learners can learn about how emotions affect not only their school, but also their personal lives. Through these proposed activities, students may develop some tools and pieces of advice to take care of their emotional health.
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- 2023
22. CLIL and Critical Thinking through Literature: Activities on Poems about Argentina's Military Dictatorship
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Baudi, Ileana Soledad, García, Erica Sabrina, and Moyano, Naiara Carolina
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Content and Language Integrated Learning (CLIL) is a relatively novel approach to L2 learning. Designed under this approach, this paper proposes a set of three activities that seek to foster secondary level students' critical thinking, creativity, and intrapersonal skills. English language learning is integrated with the specific subjects of Literature, by analyzing and creating poetry, and History, discussing poems by Marcelo Gelman, Osvaldo Balbi, and Joaquín Enrique Areta, who were victims of the final Argentina's military dictatorship (1976-1983).
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- 2023
23. Can WhatsApp Enhance Students' Learning in CLIL?
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Martínez, Lara, Fernández Medina, Delicia, and Zabala, Cecilia
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The aim of this paper is to show the impact of Information and Communications Technology (ICT) by using WhatsApp with activities based on collaborative work, real time communication, and feedback. The relevance of presenting authentic material such as topics of students' interest combined with collaborative work is central for developing motivation and success within the Content and Language Integrated Learning (CLIL) approach. The paper describes two activities: The first activity focuses on the creation of sentences using Google Photos, and the second one focuses on listening and speaking skills by using the shared space facilitated through WhatsApp as a mediation resource used by teachers in their classrooms, among other 21st-century digital tools. Also, the objective of achieving optimal learning outcomes promotes the increase of educational quality.
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- 2023
24. Insights to Improve Online Content and Language Integrated Learning (CLIL) Sessions on Biorefineries: A Case Study for University Students in Spain
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Nogales-Delgado, Sergio, Román Suero, Silvia, and Encinar Martín, José María
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The implementation of educational programs that tackle specific contents and promote English skills is convenient, especially in areas where English skills are not properly developed at universities, such as Spain. Indeed, some subjects are currently presented in English for this purpose. CLIL (Content and Language Integrated Learning), where students learn English as a part of specific subject goals of their degree, could be a suitable way to improve English skills while acquiring the corresponding competences. Moreover, online lessons are becoming important, especially during the COVID-19 outbreak, when it was an alternative for face-to-face teaching. The aim of this work was the implementation of an online CLIL course about biorefineries for chemistry, chemical engineering, and mechanical industrial engineering students. The course was a first approach presented as a specialization course that could be merged with related subjects in the future. The main objective of this session was the gradual introduction of English grammar and vocabulary (specific terms) and the promotion of students' participation on oral discussions. The results were successful, showing that the students got motivated and obtained good grades. As possible improvements, the introduction of terms should be less continuous, otherwise the students could lose track of the lesson.
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- 2023
25. Effects of Content and Language Integrated Learning (CLIL) Training Program on Thai Pre-Service Teachers' Knowledge of CLIL Approach, CLIL Material Design, and CLIL Teaching
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Kamonwan Charunsri and Passapong Sripicharn
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The purpose of this study is to explore the effects of the Content and Language Integrated Learning (CLIL) training program on Thai pre-service teachers' knowledge of CLIL approach, CLIL material design and CLIL teaching and their opinions toward the training program. A mix-method with a quasi-experimental study was employed in this research. The sample consisted of 14 pre-service Social Studies teachers from a university in Bangkok, Thailand. Data collection tools of the research included an achievement test, a questionnaire and an interview. A non-parametric statistical hypothesis test was used to assess quantitative data. Results revealed that the pre-service teachers' knowledge of CLIL approach, CLIL material design and CLIL teaching improved with a statistically significant difference. The results also revealed that the pre-service teachers had favorable opinions toward the training program when it comes to training program, learning experiences, CLIL material design, and CLIL teaching. It was concluded that the CLIL training program could have a favorable effect on pre-service teachers. As a result, it was recommended that more CLIL programs be developed and provided to pre-service teachers.
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- 2023
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26. Teaching Thai University Students How to Write Research Abstracts and Research Reports: The Case for Science Using CLIL
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Attapol Khamkhien and Budsaba Kanoksilapatham
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This study examines the effectiveness of Content and Language Integrated Learning (CLIL) implementation in science subjects and reports on the challenges that content teachers encountered during CLIL instruction. In addition, the study attempts to investigate students' perceived knowledge of and satisfaction towards the implementation of CLIL. To accomplish these goals, relevant CLIL instructional materials were developed by the researchers and subject content teachers. Content teachers received training in English to apply the designed material and implement the CLIL instruction prior to CLIL classes. A convenience sample of 24 university students participated in this study. They were required to write research abstracts and reports in English according to the knowledge of genre and move-based structure. The data collection was conducted using a mixed qualitative and quantitative method. Student abstracts written in English were also analysed qualitatively to investigate the use of linguistic features, structural elements, and vocabulary. Additionally, six subject content teachers and six students were interviewed about their perceptions of and challenges from CLIL implementation. Student questionnaires about their attitudes towards CLIL implementation were then used to collect quantitative data. Over the seven weeks of CLIL lessons, the interview results revealed that close collaboration between content and language teachers prior to CLIL implementation was necessary to affirm the steps and procedures to be applied in the classroom. Some of the content teachers conveyed the importance of advancing students' language-related knowledge in expressing scientific ideas in English. Most students also expressed their satisfaction towards CLIL instruction as it facilitates the learning process, helping them improve their writing and reading skills as well as their ability to use academic vocabulary. The findings of this study advance our understanding of how to implement CLIL lessons, including the importance of CLIL-related training, creating instructional materials, and language integration of content and language learning in science at the university level.
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- 2023
27. 'Travelling to Greek Neighborhoods with English': Design and Implementation of a CLIL Program at a Primary School
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Maria Kikidou and Eleni Griva
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Content and Language Integrated Learning (CLIL) is an innovative approach which attempts to comprise holistic features, focusing on the meaning and at the same time providing opportunities for purposeful language use (Dalton-Puffer, 2007). Based on the triptych language of learning, language for learning and language through learning- this program aims at creating innovative educational escape rooms, in order to adopt CLIL, to develop skills in the target language (English) and at the same time to emphasize context and meaning. The program -designed for 5th grade students of a Primary School in Northern Greece was piloted for 5 months, giving them the opportunity to "travel to Greek neighborhoods" and engaging them in the subjects of geography, history and culture, using English, -with great enthusiasm. Various web2 tools, videos, games, websites were incorporated in the escape rooms to provide authentic material so as to enhance authentic communication in the English language and also to use different types of context so as to support language and content knowledge. The program was assessed and evaluated using alternative ways and the results indicated the positive effects of CLIL on the students' skills in English (TL) along with the significantly developed familiarization with the content through a creative, enthusiastic, motivating setting for students promoting active involvement and participation.
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- 2023
28. Emerging from Content and Language Integrated Learning and English-Medium Instruction, is CLIL-ised EMI the Next Trend of Education?
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Hengzhi Hu
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Objectives: The text aims to present a comparison of Content and Language Integrated Learning (CLIL) and English-Medium Instruction (EMI), followed by a discussion of CLIL-ised EMI, a new educational phenomenon, regarding its feasibility in content-based bilingual programmes. Method: The ideas presented in this paper are principally drawn from previous research and literature about CLIL and EMI, as well as from my personal experience with content-based bilingual education programmes. Results: Although CLIL and EMI differ in nature, CLIL-ised EMI supplements traditional EMI, which has a single objective of content learning, with special attention to students' needs, particularly their linguistic needs. It may pose challenges to teachers, especially in relation to their language-teaching activities. Conclusions: CLIL-ised EMI shows considerable feasibility in bilingual education and can overcome the linguistic challenges faced by students in content-based programmes. Implication for Practice: CLIL-ised EMI teachers are advised to be attentive to students' linguistic demands and engage in professional collaboration with language specialists to design and provide well planned language learning activities. Standardisation and quality control of bilingual programmes are also necessary at an institutional level.
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- 2023
29. Machine Translation Use as Translanguaging in Content and Language Integrated Learning: A Case Study in a General English Course for Global Citizenship
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Eun-Yong Kim and EunJou Oh
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This study investigated the convergence of content and language integrated learning, translanguaging, and global citizenship education in an EFL tertiary English class. Conceptualized within translanguaging as an assemblage for meaning-making, machine translation was incorporated into the course in a way that EFL bilinguals could fully avail themselves of their linguistic repertoire for the learning of global citizenship and language. The analyses of thirty-three students' response essays and survey results demonstrate the success of MT as both a scaffold for bridging language-content gaps and a tool for language acquisition. Design features, perceived as important, were a careful introduction and training on MT use and teacher feedback on MT-assisted writing. Survey results emphasize the crucial role of the students' L1 in meaning-making. The study offers a practical guide for educators interested in using MT in L2 writing instruction and encourages further research on the theoretical and pedagogical applications of translanguaging in diverse EFL contexts.
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- 2023
30. The Challenge of Teaching English Writing in Thailand: A Tri-Ethnography of Thai University Lecturers
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Bowen, Neil Evan Jon Anthony, Insuwan, Chatuporn, Satienchayakorn, Natakorn, and Teedaaksornsakul, Mareeyadar
- Abstract
Against a backdrop of increasing internationalization in higher education, students and teachers frequently move between learning-to-write and writing-to-learn. For example, in English as a foreign/second language (EFL/ESL) classrooms, learning-to-write would be a priority, whereas in English as a medium of instruction (EMI) classrooms, writing-to-learn may be a more appropriate goal. However, little is known about how teachers who move between such classrooms adjust their writing pedagogy as they do so. Accordingly, we bring together the views, beliefs, and experiences of three Thai university lecturers who teach across EFL, CLIL, and EMI platforms. Collectively, they serve as researchers/participants in the co-construction of joint autoethnographies on teaching English writing at Thai universities. Their emergent themes give valuable insights into how they navigate the complexities of moving between language and content concerns, expectations and realities, and idealism and pragmatism. Results also show how there is no one-size-fits-all approach for these researchers/ participants, and that both bottom-up and top-down constraints shape their actions and beliefs as writing teachers. Overall, by drawing on their combined experiences, we hope to raise awareness of the challenges placed upon English language teachers when teaching writing and provide useful guidance for those working in similar contexts. [Note: The PDF pages appear to go through page 499. The page range (482-498) shown in the citation is correct as there is a blank page in the PDF (page 487) and the next article in this issue begins on page 499.]
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- 2023
31. Trajectories of Learning to Become CLIL Teachers: Lived Experiences and Professional Growth
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Prabjandee, Denchai and Kewara, Punwalai
- Abstract
In many contexts, implementing CLIL is top-down, in which the policy is imposed on teachers to transform monolingual content classes into CLIL classrooms. This implementation brings several challenges to content teachers, who were previously trained as content specialists only. This study attempted to explore the lived experiences of these CLIL teachers, who were obliged to implement CLIL because of the school policy. The study utilised trajectories of learning as a theoretical framework and employed a narrative case study to interview five in-service CLIL teachers. The findings revealed that the teachers entered the CLIL community by accident; they were assigned to teach CLIL by the school directors simply after visiting a CLIL school. Even though their trajectory was accidental, these teachers moved to an insider and inbound trajectory through constant practice, networking, and extensive professional development. This paper argues that converting a monolingual content classroom into a CLIL classroom is more than changing a language of instruction; instead, it takes one's identity.
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- 2023
32. Foundation English Course Development for Thai Tertiary Education: Learners' Perceived Needs and Factor Analysis
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Monthon Kanokpermpoon
- Abstract
A challenge to curriculum designers is what to adapt and include in Foundation English (FE) courses for tertiary education. In Thailand, it is important to explore how Thai EFL university students perceive their own needs in terms of English language learning. The present study aims to explore their perceived needs and to make use of the needs to design appropriate components of FE in a public university in Thailand. An online questionnaire comprising self-rated items on English language skills and written responses was used to capture data from 145 randomly selected university students enrolled in an FE course at the university in the second semester of academic year 2022. The results revealed that speaking was the most wanted-to-learn skill for communication. Moreover, seven other factors were found for the design of FE surrounding English for Academic Purposes (EAP) and English for Specific Purposes (ESP). The components of EAP for FE included Academic English Skills, Advanced Reading Skills, and Paragraph Writing. The elements of ESP for FE included Content-based Language Learning and Career English. These findings have implications for the design of FE curriculum and course component development.
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- 2023
33. CA-CLIL: Teachers' and Students' Perceptions of Implementing CLIL in Tertiary Education
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Štefková, Jaroslava and Danihelová, Zuzana
- Abstract
These days, languages at non-philological universities are becoming an important tool of internationalization. However, language classes seem to be an additional subject to the obligatory technical subjects, and they are not given enough space in the technical study portfolios. Therefore, CLIL (Content and Language Integrated Learning), which focuses on technical content, can be applied to expand students' language exposure. CLIL activities might be carried out by content teachers and language teachers. The content teachers not achieving B2 level in English need some support introducing the foreign language into the instruction. The use of English during classes can be encouraged by Internet applications where the language input from the content teachers is limited, however, the application-based teaching activities still achieve the task of the target language learning. The paper deals with the perceptions of Internet applications tailored to teachers' needs, providing students with content and language practice. It discusses the role and use of CA-CLIL (Computer Assisted-CLIL) applied intensively after the COVID-19 pandemic. Internet applications used in the class include Learningapps, Kahoot, Mentimeter, and Youtube. The views are supported by action research based on the questionnaire survey of the 65-student sample and interviews with content teachers. The interviews with content teachers suggest that regardless of their foreign language mastery, they can manage to use English via applications. In addition, the students also praise such an instruction method. The results show that the CA-CLIL is perceived well and brings additional benefits such as perceptions of fun and competitiveness to university education.
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- 2023
34. Student's Perceptions of Bilingual Teaching of Geography: A Case Study -- The Republic of Serbia
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Srdan Timotijevic, Andelija Ivkov Džigurski, Ljubica Ivanovic Bibic, Milica Solarevic, and Milena Sekulic
- Abstract
As our classrooms become more heterogeneous due to migration, education, geography and bilingualism have become the creators of international needs. Through a closed-ended questionnaire we sought to examine quantitative information about the advantages of teaching geography bilingually. With this research we studied 5 secondary schools in Serbia where geography was presented bilingually. The lack of similar research and the freshness of this learning model led us to the subject for the article, which is based on revealing the motives and preferences of students for this type of teaching. Using comparison with standard teaching in the mother tongue as method, the interest of students in bilingual teaching was determined. We also investigated the possibility of applying didactic-methodical principles for organising study without time limiting learning. A certain number of students found language competencies, more diversity in the teaching process and significant individual work activities as a step towards academic and personal achievement -- almost as an employment advantage. This justifies the aim with our study by emphasising the benefits and the need to study geography bilingually.
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- 2023
35. English as a Second Language Student Performance Report, 2021-2022. Research Educational Program Report
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Houston Independent School District (HISD), Department of Research and Accountability
- Abstract
The Houston Independent School District (HISD) offers two main ESL programs for students whose native language is not English and who need to develop and enhance their English language skills (emergent bilinguals or EBs). The Content-Based ESL model (CB-ESL) consists of an intensive program of English instruction in all subject areas with instruction delivered through the use of ESL methodology, commensurate with the student's level of English proficiency. The district also offers a Pullout ESL model (PO-ESL), where students are served with an ESL language program for part of each day but are in a mainstream instructional setting in other subject areas. This report contains summaries of enrollment and academic performance for students in CB-ESL and PO-ESL, as well as those now categorized as Alternative ESL students (Alt-ESL).
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- 2022
36. Effects of Content and Language Integrated Learning Instruction Model on Learning Outcomes in Chinese STEM Program: A Quasi-Experimental Comparative Study
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Han, Yangxi, Shuo, Zhao, and Nair, Anne Benedict
- Abstract
English language acquisition is a major challenge for Chinese students in the fields of science, technology, engineering, and mathematics (STEM) cooperative educational programs. The general academic English courses in China serve as preliminary courses for future advanced Content and Language Integrated Learning with science and engineering in the programs. The present general academic English courses are often criticized for form-focused instruction and language skills training rather than focusing on developing cognitive skills and social awareness. Additionally, present English courses are faced with an excessive number of students and limited time and resources, thereby, constraining effective course implementation. This comparative research study investigated the effects of different instructional models (face-to-face, blended learning [BL], and flipped learning) in three groups of 100 Chinese undergraduate students each majoring in STEM. A quasi-experimental design and student engagement questionnaires were used for data collection. The Kruskal-Wallis test and an analysis of variance revealed a significant difference between experimental group 2 and the other two groups, while no significant differences were found between the first two groups. The findings indicate that flipped BL, along with modified teaching strategies and activities improved the participants' learning results and engagement levels.
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- 2022
37. Digital Service-Learning: Creating Translanguaging Spaces for Emergent Bilinguals' Literacy Learning and Culturally Responsive Family Engagement in Mainstream Preservice Teacher Education
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Song, SunYung
- Abstract
Although the number of emergent bilinguals (EBs), also known as English language learners (ELLs) in U.S. K-12 schools is growing at an increasing rate, K-12 mainstream teachers remain predominantly white and monolingual and receive little training for working with such learners. In addition, many states mandate "English-only" policies that prevent EBs from accessing grade-level content and academic language. Given digital inequalities, remote learning as a result of the COVID-19 pandemic may put them even further behind academically. Moreover, EBs may not have adequate at-home parental support to develop language skills in literacy. Recent studies (García & Li, 2014) have indicated that translanguaging offers great potential to close the academic achievement gap and facilitate home-school connections by embracing EB students' home language and culture. This article discusses a qualitative participatory action research study that examined how monolingual elementary preservice teachers (PSTs) constructed a translanguaging stance and enacted it in a digital service-learning (DSL) setting in an undergraduate ESOL methods course at a southeastern university in the U.S. The article also offers insights into curriculum development and implementation as to preparing monolingual mainstream PSTs to support linguistically and culturally diverse students and families through translanguaging.
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- 2022
38. Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. Instructional Tips Based on the Educator's Practice Guide
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National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
- Abstract
The "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School" practice guide was developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel to support teachers in providing language instruction. The practice guide provides teachers with guidelines and examples of ways to systematically and explicitly build students' English language proficiency and literacy by providing English learners more opportunities to speak, listen to, and write about academic topics ranging from literature to science to history in daily classroom instruction. The instructional tips translate the practice guide recommendations into actions that educators can use with students in whole class, small group, or one-on-one settings and with students at all levels of English proficiency. [For "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012," see ED544783.]
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- 2022
39. Glocalization in CLIL: Analyzing the Training Needs of In-Service CLIL Teachers in Taiwan and Spain
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Inmaculada Pineda, Wenli Tsou, and Fay Chen
- Abstract
Glocalization is the local adaptation of global trends, and though it has been extensively studied in other fields, there has been a lower emphasis on it in pedagogy. Glocalization is especially relevant in education given that pedagogical approaches to language learning such as Content and Language Integrated Learning (CLIL) and English as a Lingua franca (ELF) have gained global popularity. The current paper examines beliefs, attitudes, and training needs of in-service CLIL teachers from two contexts: Taiwan and Andalusia (Spain). To this avail, a common online questionnaire was designed. 244 teachers participated in the study, 158 from Taiwan and 86 from Spain. Data have been analyzed quantitatively using the constant comparative model. Results indicate that CLIL teachers have considerable methodological and linguistic needs. Notably, while all teachers indicated a metalinguistic identity aligned with ELF, Andalusian teachers expressed a higher need for linguistic training than Taiwanese teachers and put language accuracy prior to content knowledge when assessing bilingual learning effectiveness. Conversely, Taiwanese bilingual teachers valued content training for themselves and assessment in content knowledge for learners. The present study concludes with identifying different training needs in each context thus supporting the notion of glocalizing CLIL teacher training.
- Published
- 2024
- Full Text
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40. Teachers' Experiences of English-Medium Instruction in Higher Education: A Cross Case Investigation of China, Japan and the Netherlands
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Lijie Shao and Heath Rose
- Abstract
In recent decades, English taught programmes have rapidly increased in number throughout Europe and East Asia as universities aim to internationalise their curriculum, which has given rise to an increase in English-medium instruction (EMI). This study aims to compare the teaching experiences at three EMI programmes in The Netherlands, China, and Japan in response to calls for more comparative research on the pedagogical issues associated with teaching through English in non-Anglophone contexts. Interviews were conducted with 19 teachers in managerial and classroom-facing roles, working within comparable undergraduate English-taught business degree programmes across the three contexts. Data were thematically analysed for convergent and divergent experiences. Findings indicated similarity between the Chinese and Japanese contexts compared to the Netherlands, highlighting greater concerns surrounding student proficiency, teacher competence, and the overall impact of EMI on educational quality. Unique solutions were uncovered to inform better content and language integration in EMI practices.
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- 2024
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41. 'To Make the Student Exist' -- Bilingual Subject Teachers' Narratives about Multilingualism in Language Support Classes in Norway
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Agnieszka Moraczewska and Gunhild Tveit Randen
- Abstract
Bilingual subject instruction, designed to facilitate the acquisition of the Norwegian language, is a support class aimed at immigrant students in primary and lower secondary Norwegian schools. This study delves into the beliefs of two Polish-Norwegian bilingual teachers regarding multilingualism in this instructional context and the factors influencing their decisions on incorporating students' prior linguistic knowledge. Utilizing a narrative approach, the analysis of interviews reveals that both teachers perceive multilingualism as valuable for learning support and students' social engagement. Individual variations emerge in how these teachers employ multilingual resources, reflecting a connection between their beliefs, experiences, and reported pedagogical decisions.
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- 2024
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42. Accommodating Diversity in Linguistic and Intercultural Teaching: Can CLIL Do the Job?
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María Luisa Pérez Cañado
- Abstract
This article carries out a comparison of frontline stakeholder perspectives in order to determine whether CLIL can accommodate diversity in linguistic and intercultural teaching. It reports on a cross-sectional concurrent triangulation mixed methods study with 2,676 teachers, students, and parents in 36 Primary and Secondary schools across Spain. It employs four types of triangulation and carries out across-cohort comparisons in order to determine the potential of CLIL to provide diversity-sensitive teaching. This study positively disrupts some previous trends and evinces that, as mainstream bilingual programs become ingrained in our education systems, measures to cater for diversity are also increasingly apparent.
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- 2024
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43. 'Heroes', 'Victims', and 'Villains': Policy Narratives on Inclusion in Norwegian and Italian Educational Documents
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Tommaso Rompianesi and Line T. Hilt
- Abstract
This paper will investigate how specific "narratives on the inclusion of minority language students" (MLSs) are constructed in Norwegian and Italian educational policy documents. We will employ the Narrative Policy Framework's (NPF) analytical categories with an interpretative narrative approach to reconstruct the two national policy narratives and compare their salient features. In response to international trends of inclusive education, Norway and Italy have developed two different educational policy models for the inclusion of MLSs. Norway operationalised inclusion through 'adapted education' for all students, while Italian policy defined an 'Italian path towards the intercultural school'. The results will show that the Norwegian approach to inclusive education is sustained by what we define as a "technocratic" (efficiency-oriented) narrative, while the Italian intercultural education employs a "normative" (ideologically-based) narrative. Despite the differences, the two policy narratives share an unresolved tension between a "universalistic" and "particularistic" stance. In the policy documents, the inclusive/intercultural education for all students is ambiguously complemented by integration measures designed explicitly for MLSs. The study will illustrate the travelling nature of inclusive and intercultural education in the policy domain and show that the policy shift towards inclusion needs to be understood as an ongoing and non-linear process.
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- 2024
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44. The Arts as the Content-Subject for Content and Language Integrated Learning (CLIL): How the Signature Pedagogies of Arts Education Align to CLIL Aims
- Author
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Judith Dinham
- Abstract
Content and language integrated learning (CLIL) involves teaching an additional language through the study of a subject, and teaching the subject through the medium of the new language. CLIL approaches to additional language acquisition are widely adopted and broadly successful, though some content-subjects may be better suited than others. The acknowledged success of a program where the content-subject was The Arts is the basis for this illustrative case study. The setting is the middle-years of a school in China that prepares students aged 11-14 for future studies in English-speaking countries. The conceptual frame for this study is the signature pedagogies of arts education. Signature pedagogies are the distinctive, characteristic and widely adopted pedagogical practices associated with the specific discipline. The signature pedagogies framework serves to identify qualities of the learning and teaching in this study that are broadly and systematically practised, and therefore have relevance beyond the specific case. It was found that the teacher's skilful implementation of the signature pedagogies of arts education played a primary role in the success of the program. This finding supports the broader adoption of The Arts as a suitable content-subject for CLIL.
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- 2024
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45. Higher Education Curriculum Design for Sustainable Development: Towards a Transformative Approach
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Philip Cardiff, Malgorzata Polczynska, and Tina Brown
- Abstract
Purpose: Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes. Design/methodology/approach: The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom. Findings: Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed. Originality/value: This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations.
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- 2024
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46. CLIL Students' Production of Cognitive Discourse Functions: Comparing Finnish and Spanish Contexts
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Ana Llinares and Tarja Nikula
- Abstract
This article presents findings from an empirical study in which we investigated Content and Language Integrated Learning (CLIL) students' linguistic resources in the L2 (English) to convey different Cognitive Discourse Functions (Dalton-Puffer 2013; 2016)--"Describe, Compare (Categorize), Report, Evaluate" and "Explore"--in two different contexts. The participants were primary school students (grade 6) participating in CLIL programs in Finland and Spain. To allow comparison, two sets of data were obtained by asking the students to write in response to a similar prompt in the area of social science (History in the Spanish context and Geography in the Finnish context). We compared the frequency of the Cognitive Discourse Functions (CDFs) produced, and the fluency and complexity of students' realizations of CDFs, using tools of Systemic Functional Linguistics. The results reveal similarities across contexts in the frequency and extension of some of the CDFs produced, and differences in terms of CDF complexity, measured in students' use of clause complexes, "Appraisal" resources and complex nominal groups to express different CDFs.
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- 2024
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47. Dynamic 'Flows' of Translanguaging/Trans-Semiotizing in CLIL Eco-Social Systems
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Peichang (Emily) He and Angel M. Y. Lin
- Abstract
This article drew on the recent dynamic, distributed view of "translanguaging and flows" and the New Materiality view of meaning making to explore content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom. Fine-grained analysis of the multilingual and multimodal classroom interactions between a Cantonese-speaking Science teacher and her Urdu-speaking students exemplified how students and teacher engaged in dynamic translanguaging, trans-semiotizing and trans-registering. The analysis supports the dynamic, heteroglossic, trans/languaging view of language learning and sheds light on some of the current queries about translanguaging.
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- 2024
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48. Critical Awareness toward Content-Language Integrated Education for Multilingual Learners (CA-CIEML): A Survey Study about Teachers' Ideological Beliefs and Attitudes
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Sujin Kim and Jung Yeon Park
- Abstract
Framed by the concept of critical language awareness, this study validated a survey to assess teachers' ideological beliefs and attitudes toward English learners (ELs)/multilingual learners (MLs) in content classrooms. Employing exploratory factor analysis (EFA), the study identified three major constructs of teachers' beliefs and attitudes from a relatively large sample across the U.S. (N = 307). The study further examined whether differences in the constructs can be explained by the teacher's primary role (ESOL vs Content), teaching grade (elementary vs secondary), and subject of teaching (STEM, non-STEM, or both), while controlling for years of teaching as a covariate. Results suggested that ESOL teachers were more inclined toward language-integrated content teaching with a greater level of sensitivity to ELs/MLs than content teachers. For elementary education, content teachers were more inclined toward English-only monolingual pedagogy than ESOL teachers. Teachers of STEM subjects were less inclined toward language-integrated pedagogy than other teachers. Given the critical role of underlying ideologies in teachers' practices, we argue that a more in-depth self-examination is necessary for teachers to obtain critical awareness of their pedagogical practice. This study adds new insights to the research on critical language awareness by addressing the needs of ELs/MLs in content classrooms.
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- 2024
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49. Teachers' Views on Their Methodology and Their Profiles: In Search of the Possible Reasons for the Levelling Effect of CLIL
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Janina Iwaniec and Ana Halbach
- Abstract
CLIL (Content and Language Integrated Learning) research has thrived recently. Yet, while more and more is learnt about the impact of CLIL on motivation, proficiency, and content learning, few investigations examine how CLIL influences students of different socio-economic status (SES) and why. The recent large-scale English Impact study conducted in the Madrid region showed that CLIL has a potential to limit the influence of SES on students' language learning motivation and proficiency. Yet being solely quantitative, it did not probe into the reasons behind such a result. This mixed-methods study aims to uncover such reasons. 138 teachers from different schools in the Madrid region filled in the TALIS questionnaire (OECD 2013. TALIS Teacher Questionnaire. http://www.oecd.org/education/school/TALIS-2013-Teacher-questionnaire.pdf) and further 20 teachers were interviewed. Whereas no significant differences between teachers from CLIL and non-CLIL schools were identified through the questionnaire, the interviews revealed that teachers from bilingual schools adapted their teaching methodology to best suit their students' needs, and were more willing to take risks than their counterparts in non-bilingual schools.
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- 2024
- Full Text
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50. Revolutionizing Word Clouds for Teaching and Learning with Generative Artificial Intelligence: Cases from China and Singapore
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Elizabeth Koh, Lishan Zhang, Alwyn Vwen Yen Lee, and Hongye Wang
- Abstract
Generative artificial intelligence (AI) has the potential to revolutionize teaching and learning applications. This article examines the word cloud, a toolkit often used to scaffold teaching and learning for reflection, critical thinking, and content learning. Addressing the issues in traditional word clouds, semantic word clouds have been developed but they are technically challenging to develop and still problematic. However, generative AI has the potential to develop efficient, accurate, creative, and accessible word clouds. Three different methods representing three major approaches of word cloud generation were developed, implemented, and user evaluated--traditional (baseline), semantic (natural language processing enhanced), and generative AI (generative pretrained transformer based)--in two different language contexts--Chinese (China case) and English (Singapore case). The findings of the study show the technical robustness of the methods, as well as provide key pedagogical insights from the user perspective of instructors of higher education courses in China and Singapore. Implications to the design of word clouds and their application in teaching and learning are discussed.
- Published
- 2024
- Full Text
- View/download PDF
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